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sp; conducted  under  the supervision of an English teacher. The quantity of questions in each test was thirty. One point for every single question and the total grades are 30 points. Teachers will give one point for a right answer and  zero for a wrong  one. If the answer delivered by students is almost correct, the teacher will give half point.

4.1.1 Results of Control Group

With  regard  to  the  grades  in  the  control  group,  the  descriptive  data  of  the immediate experimental test are presented in Table 1.1, which indicates that 31 students participated in the test. And  students’ grades range from 6.00 to 18.00. Obviously,  in the control group, the highest grade is 18.00 while the lowest one is 6.00. In addition, the arithmetic mean score of the control group is 12.10 and the SD value is 3.96. Figure 1.1 clearly shows that students’ grades in control group are in normal distribution. 

The descriptive statistics of control group in delayed test is put into Table 1.2. The greatest mark  is 10.00 and  the worst score is 3.00 with  a  scope of 7.00. The average grade in delayed test is 6.54. And  the standard deviation of this test is 2.11. Compared with the experimental test, students’ scores are significantly lower in delayed test. And Figure 1.2 shows that students’ scores obey normal distribution. 

Chapter Five Conclusion and Implications

5.1 Major Findings of the Study

This  study  investigated  how  the  contextual  richness  and  L2  textual  glosses influence the incidental acquisition of word meaning in the process of reading. And the results indicated that both of the two factors could significantly promote the acquisition of  vocabulary  meaning.  The  research results further  verify  those previous  studies, which believe that L2 textual glosses and rich contexts are facilitative to IVA. However, it is indispensable to mention that the two interventions may execute different functions in the acquisition of word meaning. 

At  the beginning,  it is claimed that  students in  the group  of L2  textual glosses scored higher than students with a more informative context in immediate test. Namely, the L2 textual glosses play a more effective role than the more informative context in the short-term acquisition of meaning. What’s more, students who were offered a more informative context scored higher than students who had L2 textual glosses in delayed test. That  is to say, a  more informative context is facilitative to students’ retention of vocabulary.  And  the lower scores in L2 textual glosses group might be caused by the long-term interval. Students can only get the meaning of those new words superficially without any deep processing. 

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